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2012/UKM/HEJIM/Saran
Please note that this publication is only meant to be a reference. The author
should be cited if this publication is used as a source. Reproductions,
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of the author.
Copyright 2013© The National University of Malaysia
Engagement Australia Visiting Scholar Programme on University-Community Engagement
11th – 20th March 2013
ASEAN Perspectives on Engagement: Highlighting Models and Best Practice
Prof. Dato’ Dr. Saran Kaur Gill Deputy Vice Chancellor (Industry & Community Partnerships),
Universiti Kebangsaan Malaysia & Executive Director, AsiaEngage (ATNEU, AUN-USRS & AYVP)
2012/UKM/HEJIM/Saran
Governance System
at Faculty Levels
Capturing &
Documenting ICE
Practices
Clarity & Definition
of Engagement
Funding –
Lean & Mean
Awards &
Promotional
Recognition
Measuring Social
Impact of Projects
Up scaling Across
Nation & Region
Institutionalisation of Industry &
Community Engagement at UKM
Governance
System
at Senior Mgt
Levels
Governance System for
Effective Engagement
with Industry and
Community Partners
2013/UKM/HEJIM/Saran
Creating multiplier effect and
synergies in USR for Asia
through international platforms
2013/UKM/HEJIM/Saran
A Powerful Collaboration to Engage ASEAN & Asia
The Asia-Talloires
Network of Engaged
Universities (ATNEU)
was formed in January
2011 as a regional
partner of the Talloires
Network, a global
association of over 200
institutions in 59
countries committed to
strengthening the civic
roles and social
responsibilities of
higher education
globally.
The ASEAN University
Network’s thematic
network for University
Social Responsibility &
Sustainability was
endorsed in July 2011,
as an enabling
mechanism to achieve
greater regional
cooperation amongst
the higher education
institutions in ASEAN,
to contribute to the
social, economic and
environmental
development of the
region.
The proposal to establish the ASEAN Youth Volunteers Programme (AYVP) was presented
during the ASEAN Senior Officials Meeting on Youth (SOMY) in Hanoi, Vietnam on 18
October 2011, endorsed by the Minister of Youth and Sports, during the Seventh ASEAN
Ministerial Meeting on Youth (AMMY VII) on 20 October 2011 and approved by the
Malaysian Cabinet on 20 April 2012
2013/UKM/HEJIM/Saran
AsiaEngage’s Call for Evidence Survey
of Community Engagement to Member
Universities
On 28th November 2012, the AsiaEngage Secretariat sent out a
“Survey of Community Engagement and Call for Best
Practices” to 22 member universities.
There are varying levels of development with regards
community engagement across ASEAN. Some universities are
at initial stage of development and just realised the value of this
area; others where govts have long supported this; and yet
others who work at institutional levels to reach out to
communities to forge meaningful partnerships.
2013/UKM/HEJIM/Saran
Select Best Practices of Community
Engagement Projects across ASEAN
Indonesia, Thailand, Philippines and Malaysia
2013/UKM/HEJIM/Saran
Best Practices - Principles Underlying
Methodology and Approach
Research is an integral part of engagement with communities – research-
driven community engagement
Academics apply their expertise but are
cognizant of the fact that they are not the sole
custodians of knowledge and work closely with communities to share and gain knowledge -
principles of respect and Knowledge-Exchange
Multi-sector partnerships which address and
jointly solve problems faced by communities
Need to develop community champions and build up confidence
in the community for them to proceed and progress with the
solutions jointly developed
Cascading Model – Academic Experts share knowledge with youth
who in turn share the acquired knowledge in a form that is relevant,
interesting and easily understood with school children and
communities
2013/UKM/HEJIM/Saran
Viharn Pra Chao Pun Ong
Conservation Project by
Chiang Mai University, Thailand
2013/UKM/HEJIM/Saran
Viharn Pra Chao Pun Ong
Conservation Project by
Chiang Mai University, Thailand
Participatory and Interdisciplinary
Practice through Experience and
Knowledge
Collaboration between multi-
sector stakeholders
Students learn conservation technics
and methodology, participate in
conservations training courses and
then teach the local community how to
conserve their heritage
Innovative Methodology and Approach
2013/UKM/HEJIM/Saran
Engaging Communities through Research
ABR:
Area- Based
Collaborative
Research
CBR:
Community -
Based Research
2013/UKM/HEJIM/Saran
Works primarily at the “village” level and aims to enhance the learning
process of the community through a solution-oriented approach to
solve the community’s problems
Key characteristics:
the research problems are initiated by the community
the community members act as active researchers
the university works with the community through participatory action
research in search of solutions
the role of the university is in its capacity as a research node and
an advisor, to provide academic service and produce knowledge
from “ground” experiences of the community.
Community-Based Research (CBR)
2013/UKM/HEJIM/Saran
CBR: Air Wair
2013/UKM/HEJIM/Saran
This promotes the role of universities in local development
This is a strategic research design that brings multiple stakeholders to
collaborate through research to solve problems at the provincial level
in Thailand.
One example is the ABCR project for poverty alleviation, which is the
nation’s largest action research project involving over 40,000 people
from GOs, NGOs, academics and community, and spanning 17 of
Thailand’s 77 provinces.
This project successfully applied strategic research design to promote
collaboration among diverse provincial partners in development
towards community empowerment and poverty alleviation through a
bottom-up planning model, budgetary integration and change in
knowledge culture.
Area-Based Collaborative Research (ABCR)
2013/UKM/HEJIM/Saran
ABCR: Poverty Alleviation at Pitsanulok
Village forum
to analyze
household
account data
Farmers changed
from growing
maize to passion
fruits after
learning about
the production
cost and return
to investment.
2013/UKM/HEJIM/Saran
Symposium on Rural
Development and Poverty
Alleviation across ASEAN
AsiaEngage, Thailand Research Fund,
University of Chiang Mai
2013
16
2013/UKM/HEJIM/Saran
Student community service course with 3 credits
Objective of developing students’ soft skills, fostering a sense of belonging
to the Indonesian archipelago, promoting sensitivity, awareness,
independence, and volunteerism, whilst empowering communities in the
remote and border islands of the nation.
Under this program, students are sent for one month to remote areas in
Indonesia, such as to Kalimantan, Papua or remote islands in the Pacific,
to help local communities.
Students need to meet the selection criteria such as essay writing skills,
interviews, assessment of health and physical condition, and subsequently
undergo survival training before they head to the remote islands.
Kuliah Kerja Nyata (K2N):
Experential Learning through Community
Service Project at Universitas Indonesia
2013/UKM/HEJIM/Saran
Kuliah Kerja Nyata (K2N):
Experential Learning through Community
Service at Universitas Indonesia
UI students transported to
locations at outer and remote
islands in cooperation with
the Indonesian Navy Forces
and local private universities
Student groups carry out
specific community
empowerment projects
based on the assessment of
the area and village
resources, e.g. education;
economic productivity
activities; developing eco
and culinary tourism and
enhancing quality of life.
2013/UKM/HEJIM/Saran
The main objective of this project was to help
low-income homemakers earn a living by
imparting their family recipes of traditional
dishes to keen students.
It aimed to turn homemakers into culinary
teachers by creating opportunities for low-
income women to become gainfully
employed. Gourmet Guru collaborates with a
Family Service Centre in West Singapore by
employing chef graduates from the Centre to
become cooking instructors at the Academy
Works with publisher, Marshall Cavendish, to
publish a set of cookbooks from the cooking
lessons, with part of the sales revenue paid to
the homemaker-cooking instructors.
The Gourmet Guru Project by Nanyang
Technological University, Singapore
2013/UKM/HEJIM/Saran
Funding, Awards and Impact
No state funding; all monies come from the university’s
operating budget and external resources.
In 2011. ‘Gourmet Guru’ won the Mayor’s Imagine Fund
Ignite Award for the most inspiring youth project and
the SIFE Spirit Award.
The Gourmet Guru Project by Nanyang
Technological University, Singapore
In 2012, Gourmet Guru garnered NTU SIFE the
Nanyang Award for Teamwork.
Gourmet Guru has supplemented the participating
homemakers’ household income by an average of
12%, with the highest earner bringing in $3100.
A total of 31 homemakers benefited from the project
and earned a sum of $13,800 by June 2012.
2013/UKM/HEJIM/Saran
‘Blueplate’ for Better Learning”,
Ateneo De Manila University, Philippines
Daily in-school feeding program, targeting 4000 undernourished
elementary school children in 4 Quezon City public schools
Formulation of low-cost nutritious meals, cooked by parent
volunteers and distributed daily to schools
Role of the University: Building a program template and a
structured system for a large-scale in-school feeding program that is
sustainable and scalable
Role of multi-disciplinary students: To enhance operational
aspects, to advocate for the approval of an ordinance for financial
commitment from local govt., to measure BMI levels of beneficiaries
for impact evaluation (has shown improvement after 6 – 8 weeks
implementation) 21
2013/UKM/HEJIM/Saran
“Blueplate” offers a template for a
large-scale initiative which can be
replicated. After one year,
“Blueplate” has already served as
an inspiration and template for
other feeding programs: in Bagong
Silangan Elementary School (600
children), in the City of Paranaque
(175 children), in the Municipality
of Cainta (420 children), and in
Valenzuela City (5200 children)
‘Blueplate’ for Better Learning”,
Ateneo De Manila University, Philippines
2013/UKM/HEJIM/Saran
23
2013/UKM/HEJIM/Saran
UKM’s Environmental Track for
Knowledge-Driven Community Engagement
Green Rose Programme
Rainforest Discovery Journey Programme
UKM-MNS S.E.E. Nature Programme
24
ASEAN
Youth Eco-
Leaders
Programme
2013/UKM/HEJIM/Saran
Why is it important to develop a corp of
Youth Eco-Volunteers?
Through environmental education we can increase
environmental knowledge and appreciation among
people, and instill that conservation should not only
restricted to scientist, activists and bureaucrat, it is
everyone’s responsibility. By teaching youth and
communities about the environment that
surrounds them, they will be encouraged to be
more responsible in the ways that they use and
treat it.
2013/UKM/HEJIM/Saran
UKM-YSD Chair for Climate Change
Research
Develop knowledge to address mitigation adaptation
challenges
Education
Enrich education
through current knowledge in
climate change
Service
Create Climate Change
Ambassadors (students) to
create awareness amongst
communities
Cooperate with govt agencies / NGOs for capacity building
initiatives
2013/UKM/HEJIM/Saran
Environment-based & Knowledge-driven
Community Engagement at UKM
Rainforest Discovery Journey Programme
• UKM is located in 100 hectares of forest reserve..
• Create awareness on the uniqueness of our rainforest to the local and international community through development of a learning kit for visitors.
• Eco-volunteers conduct outreach programmes at UKM Educational Forest.
The Green ROSE Programme
• Raise awareness of young children on climate change issues and adaptation.
• University students are trained by academics to mentor school children through a cascading model.
• Conducted in 14 primary schools nationwide, impacting 800 school children, and involving 80 UKM student volunteers.
UKM-MNS S.E.E. Nature Programme
• UKM’s students receive nature-based experiential training at Kuala Selangor Nature Park, facilitated by UKM and MNS experts.
• Students collect data and develop modules to educate public on bio-diversity and conservation.
• Youth develop generic attributes and a love for the environment.
27
2012/UKM/HEJIM/Saran
AYVP Mission Statement
The AYVP is a dedicated knowledge-driven
youth volunteerism platform to implement
regional volunteerism projects that mobilize
ASEAN youth to develop innovative solutions
to the social, cultural, economic and
environmental challenges of communities
across ASEAN, while forging a sense of
regional identity and cross-cultural
understanding among ASEAN youth.
28
2012/UKM/HEJIM/Saran
AUN USRS & AYVP Thematic Areas
The AUN USRS & AYVP will focus on eight thematic areas.
These largely align with the multi-sectors of the ASEAN
Secretariat.
1) Rural Development and Poverty Eradication
2) Social Entrepreneurship
3) Youth-friendly Health services
4) Education Development
5) The Environment
6) Protecting ASEAN’s Heritage;
7) Disaster Response, Risk Reduction and Recovery
8) Sports and Recreation
29
2013/UKM/HEJIM/Saran
The development of ASEAN Eco-Leaders
through Volunteerism and
Community Engagement
They will become Eco-Leaders with competencies and skills in
environmental conservation and education, and will be
empowered with critical workplace competencies, as well a love
for community engagement
30
2012/UKM/HEJIM/Saran
Duration and Location
Week one: held at UKM - the only university in this
region that is located in about 100 hectares of forest
reserve
2013/UKM/HEJIM/Saran
Duration and Location Week two to four: Various bio-diversity sites in Malaysia
SELANGOR: Kuala Selangor Nature Park JOHOR: Marine Ecosystem Reseach Centre UKM (EKOMAR), Mersing
TERENGGANU: Setiu Wetlands PERAK: Kuala Gula Forest Reserve
2013/UKM/HEJIM/Saran
Duration and Location
Week 5: back to UKM for monitoring and evaluation of project reports
2013/UKM/HEJIM/Saran
Enhancing Schools & Communities through Microcontroller Technology: The CRYsTaL Project
2013/UKM/HEJIM/Saran
Forging Mutually Beneficial Partnerships
Between ASEAN and Australia
2013/UKM/HEJIM/Saran
Thank You